Primary Teachers' Technological, Pedagogical and Content Knowledge

Roig-Villa, Rosabel and Mengual-Andrés, Santiago and Quinto-Medrano, Patricia Primary Teachers' Technological, Pedagogical and Content Knowledge. Comunicar, 2015, vol. 23, n. 45. [Journal article (Paginated)]

[img] Text
c4516en.pdf - Published version
Available under License Creative Commons Attribution Non-commercial.
Download (492kB)
[img] Text
c4516es.pdf - Published version
Available under License Creative Commons Attribution Non-commercial.
Download (473kB)

English abstract

The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the technological, pedagogical and content knowledge needed for Primary Education teachers to integrate ICTs into teaching. A research work based on a quantitative non-experimental methodology which involved 224 Preschool and Primary Education teachers working in the province of Alicante (Spain) was performed with that aim. The important results showed that teachers are more knowledgeable in the pedagogical and content fields than in technology, which means that their level of technological knowledge does not suffice to integrate ICTs into their teaching tasks. Significant differences were additionally identified between gender and years of experience, together with the relationship between the fun use of technology and the knowledge of its essential aspects. Our findings confirm the need for a digital literacy campaign addressed to teachers, involving not only a technological type of training but also an overall pedagogical and content approach. This is in keeping with the TPACK model (Technological, Pedagogical and Content Knowledge), which appears as a reference framework to be taken into account when it comes to teachers’ professional development and its connection with the teaching-learning processes in the classroom wherever Information and Communication Technologies are present.

Spanish abstract

La emergencia de las tecnologías de información y comunicación (TIC) plantea nuevos desafíos educativos al profesorado, a los cuales puede responder desde un modelo de formación coherente. El propósito de este estudio es analizar los conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Educación Primaria, necesarios para la integración de las TIC en la labor docente. Para ello, se llevó a cabo una investigación con una metodología cuantitativa de carácter no experimental en la que participaron 224 profesores de Educación Infantil y Primaria de la provincia de Alicante. Los resultados mostraron que los docentes poseen mayores conocimientos pedagógicos y disciplinares que tecnológicos, lo que conlleva a escasos conocimientos para la integración de las TIC en la labor docente. Se constataron, además, diferencias significativas entre el género y los años de experiencia docente, y la relación entre el uso lúdico de la tecnología y los conocimientos sobre sus aspectos fundamentales. Según los resultados obtenidos, se corrobora la necesidad de una alfabetización digital del profesorado abordada no solo desde una formación tecnológica, sino también pedagógica y disciplinar de forma global. Ello responde al modelo TPACK (Technological, Pedagogical and Content Knowledge), el cual se contempla como un marco de referencia a tener en cuenta por lo que respecta al desarrollo profesional del profesorado y su vinculación a los procesos de enseñanza-aprendizaje en el aula donde las TIC estén presentes.

Item type: Journal article (Paginated)
Keywords: Technology, pedagogy, content, training, teachers, ICT, knowledge, instruction
Subjects: C. Users, literacy and reading.
Depositing user: Alex Ruiz
Date deposited: 25 Jul 2015 15:26
Last modified: 25 Jul 2015 15:26
URI: http://hdl.handle.net/10760/25456

References

Aguaded, I., Pérez-Rodríguez, M.A. (2012). Strategies for media literacy: Audiovisual skills and the citizenship in Andalusia. Journal of New Approaches in Educational Research, 1(1), 22-26. DOI: http://dx.doi.org/10.7821/naer.1.1.22-26

Cabero, J. (2003). La galaxia digital y la educación: los nuevos entornos de aprendizaje. In I. Aguaded (Ed.), Luces en el laberinto audiovisual. (pp. 102-121). Huelva: Grupo Comunicar. (http://tecnologiaedu.us.es/cuestionario/bibliovir/galaxia.pdf) (01-07-2014).

Creswell, J. (2012). Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson.

De Benito, B., Darder, A., & al. (2013). Agregación, filtrado y curación para la actualización docente. Píxel-Bit, 42, 157-169.

Erdogan, A., & Sahin, I. (2010). Relationship between Math Teacher Candidates´ Technological Pedagogical and Content Knowledge (TPACK) and Achievement Levels. Procedia-Social Behavioral Sciences, 2, 2707-2711. DOI: http://dx.doi.org/10.1016/j.sbspro.2010.03.400

Graham, C.R. (2011). Theorical Considerations for Understanding Technological Pedagogical Content Knowledge (TPACK). Computers & Education, 57, 1953-1960. DOI: http://dx.doi.org/10.1016/j.compedu.2011.04.010

Graham, C.R., Borup, J., & Smith, N.B. (2012). Using TPACK as a Framework to Understand Teacher Candidates’ Technology Integration Decisions. Journal of Computer Assisted Learning, 28, 530-546. DOI: http://dx.doi.org/10.1111/j.1365-2729.2011.00472.x

Herrera, L., & Bravo, I. (2012). Predictive Value of Social Skills in Living Together at Primary School. Analysis in a Cultural Diversity Context. Journal of New Approaches in Educational Research, 1(1), 7-12. DOI:10.7821/naer.1.1.13-21

Jang, S.J., & Chen, K.C. (2010). From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers. Journal Sci Educ Technol, 19, 553-564. DOI: http://dx.doi.org/10.1007/s10956-010-9222-y

Jang, S.J., & Tsai, M.F. (2012). Exploring the TPACK of Taiwanese Elementary Mathematics and Science Teachers with Respect to Use of Interactive Whiteboards. Computers & Education, 597, 327-338. DOI: http://dx.doi.org/10.1016/j.compedu.2012.02.003

Kim, C., Kim, M.K., Lee, C., Spector, J.M., & De-Meester, K. (2013). Teacher Beliefs and Technology Integration. Teaching and Teacher Education, 29, 76-85. DOI. http://dx.doi.org/10.1016/j.tate. 2012.08.005

Koh, J. H. L., & Chai, C.S. (2014). Teacher Clusters and their Perceptions of Technological Pedagogical Content Knowledge (TPACK) Development through ICT Lesson Design. Computers & Education, 70, 22-232. DOI: http://dx.doi.org/10.1016/j.compedu.2013.08.017

Kopcha, T.J., Ottenbreit, A., Jung, J., & Baser, D. (2014). Examining the TPACK Framework through the Convergent and Discriminant Validity of two Measures. Computers & Education, 78, 87-96. DOI: http://dx.doi.org/10.1016/j.compedu.2014.05.003

Lawshe, C.H. (1975). A Cuantitative Approach to Content Validity. Personnel Psychology, 28, 563-575.

Lescano, M.Y. (2013). Experiencias de la aplicación de la metodología TPACK usando recursos de la web 2.0 en un colegio técnico secundario. TE & ET, 10, 45-52. (http://hdl.handle.net/10915/27732) (01-07-2014).

Lin, T.C., Tsai, C.C., Chai, C.S., & Lee, M.H. (2013). Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology 22, 325-336. DOI: http://dx.doi.org/10.1007/s10956-012-9396-6

Lozada, J., & López, R. (2003). Métodos de investigación en ciencias humanas y sociales. Madrid: Thomson.

Lye, L.T. (2013). Opportunities and Challenges Faced by Private Higher Education Institution Using the TPACK Model in Malasya. Procedia-Social Behavioral Sciences, 91, 294-305. DOI: http://dx.doi.org/10.1016/j.sbspro.2013.08.426

Maeng, J.L., Mulvey, B.K., Smetana, L.K., & Bell, R.L. (2013). Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction. Journal of Science Education and Technology, 22, 838-857. DOI: http://dx.doi.org/10.1007/s10956-013-9434-z

Marín, V., Negre, F., & Pérez, A. (2014). Construction of the Foundations of the PLE and PLN for Collaborative Learning. Comunicar, 42, 35-43. DOI: http://dx.doi.org/10.3916/C42-2014-03

McMillan, J.H., & Shumacher, S. (2005). Investigación educativa. Madrid: Pearson / Adisson Wesley.

Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A New Framework for Teacher Knowledge. Teachers College Record, 108(6), 1.017-1.054. (http://goo.gl/owYLmf) (01-07-2014).

Mouza, C., Karchmer, R., Nandakumar, R., Ozden, S.Y., & Hu, L. (2014). Investigating the Impact of an Integrated Approach to the Development of Preservice Teachers´ Technological Pedagogical Content Knowledge (TPACK). Computers & Education, 71, 206-221. DOI: http://dx.doi.org/10.1016/j.compedu.2013.09.020

Nordin, H., Davis, N., & Tengku, T.F. (2013). A Case Study of Secondary Pre-service Teachers´ Technological Pedagogical and Content Knowledge Mastery Level. Procedia-Social Behavioral Sciences, 103, 1-9. DOI: http://dx.doi.org/10.1016/j.sbspro.2013.10.300

Paechter, M., Maier, B., &, Macher, D. (2010). Students’ Expectations of and Experiences in E-Learning: Their Relation to Learning Achievements and Course Satisfaction. Computers & Education, 54, 222-229. DOI: http://dx.doi.org/10.1016/j.compedu.2009.08.005

Pamuk, S. (2012). Understanding Preservice Teachers’ technology Use through TPACK Framework. Journal of Computer Assisted Learning, 28, 425-439. DOI: http://dx.doi.org/10.1111/j.1365-2729.2011.00447.x

Roig, R., & Flores, C. (2014). Conocimiento tecnológico, pedagógico y disciplinario del profesorado: el caso de un centro educativo inteligente. Edutec, 47 (http://goo.gl/uU0Kwm) (01-07-2014).

Saengbanchong, V., Wiratchai, N., & Bowarnkitiwong, S. (2014). Validating the Technological Pedagogical Content Knowledge Appropriate for Instructing Students (TPACK-S) of Pre-service Teachers. Procedia-Social Behavioral Sciences, 116, 524-530. DOI: http://dx.doi.org/10.1016/j.sbspro.2014.01.252

Sánchez, M.M., Prendes, M.P., & Fernández-Breis, J.T. (2013). Tecnologías semánticas para la evaluación en red: análisis de una experiencia con la herramienta OeLE. Revista de Investigación Educativa, 31(2), 447-464. DOI: http://dx.doi.org/10.6018/rie.31.2.116721

Schmidt, D.A., Baran, E., & al. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Computing in Education, 42(2), 123-149. DOI: http://dx.doi.org/10.1080/15391523.2009.10782544

Srisawasdi, N. (2012). The Role of TPACK in Physics Classroom: Case Studies of Preservice Physics Teachers. Procedia-Social Behavioral Sciences, 46, 3235-3243. DOI: http://dx.doi.org/10.1016/j.sbspro.2012.06.043

Yeh, Y.F., Hsu, Y.S., Wu, H.K., Hwang, F.K., & Lin, T.C. (2014). Developing and Validating Technological Pedagogical Content Knowledge-Practical (TPACK-practical) through the Delphi Survey Technique. British Journal of Educational Technology, 45(4), 707-722. DOI: http://dx.doi.org/10.1111/bjet.12078

Yurdakul, I. K., Odabasi, H.F., & al. (2012). The Development, Validity and Reliability of TPACK-deep: A technological Pedagogical Content Knowledge Scale. Computers & Education, 58, 964-977. DOI: http://dx.doi.org/10.1016/j.compedu.2011.10.012


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item
Altmetric
Contact us
Send email Sponsors
Sponsor: AIMS Sponsor: D&P Sponsor: UniNa CAB Get connected
Facebook Facebook Twitter Twitter Linkedin LinkedIn RSS RSS